GISDepartment of Global and Interdisciplinary Studies

The course is mainly provided for students intending to teach English. Its purpose is to give an insight into the basic issues in teaching methodology for L2 education. It will also encourage students to develop their own teaching performance with a consideration to make consistency in language education from the primary to secondary levels.

Upon completion of this course, students should be able to do the following:

1. Understand different types of L2 teaching methods and approaches.
2. Learn how to apply some findings of linguistic studies to L2 English teaching.
3. Consider L2 education in relation to crucial issues of semantics and pragmatics.
4. Grasp the knowledge and skills for teaching languages as well as L2 pedagogy through ICT to qualify as an English teacher.

Will be able to gain “DP 2” and “DP 4”.

英語 / English

The course will focus on theoretical and practical aspects of the methodology of teaching EFL/ESL. It will also provide opportunities to explore a wide rage of EFL/ESL teaching scenes in different countries with reflections on those in Japan; for example EFL/ESL classrooms for learners who vary in age, gender, nationality and occupation can be examined. The students will relive EFL/ESL teaching scenes by following principles and techniques discussed and suggested in a range of teaching methods and approaches: they follow the model English lessons and demonstrate them in the form of micro-teaching. They are also required to create the related teaching materials including ICT along with the lessons. The final exam and a written assignment are required for the completion of this course and, in a written assignment, they demonstrate their study of the model lessons.
Submission of the final requirements and feedback will be on the learning management systems. Please note that the teaching approach may vary according to which threat level we are at: at level 1, 70% of this course will be held on campus, though at level 2, 50% will be held on campus.

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Introduction

Course overview

2[対面/face to face]：Introduction to Language Teaching Methods

Historical overview of language teaching methods and approaches

3[対面/face to face]：Language Teaching Methods and Approaches (1)

The Grammar-Translation Method / The Direct Method (DM)

4[対面/face to face]：Language Teaching Methods and Approaches (2)

The Audio-Lingual Method / The Silent Way

5[対面/face to face]：Language Teaching Methods and Approaches (3)

Dissugestopedia / Community Language Learning (CLL)

6[対面/face to face]：Language Teaching Methods and Approaches (4)

Total Physical Response (TPR) / Communicative Language Teaching (CLT)

7[対面/face to face]：Language Teaching Methods and Approaches (5)

Content-based Instruction / Content and Language Integrated Learning (CLIL)

8[対面/face to face]：Language Teaching Methods and Approaches (6)

The Participatory Approach / Cooperative Learning

9[対面/face to face]：Micro-teaching (1)

Creating a lesson plan: checking contents, materials, procedure and performance

10[対面/face to face]：Micro-teaching (2)

1. The Grammar-Translation Method
2. The Direct Method
3. The Audio Lingual Method
4. The Silent Way

11[対面/face to face]：Micro-teaching (3)

1. Desuggestopedia
2. Community Language Learning (CLL)
3. Total Physical Response (TPR)
4. Communicative Language Teaching (CLT)

12[対面/face to face]：Micro-teaching (4)

1. Content-based Instruction
2. Content and Language Integrated Learning (CLIL)

13[対面/face to face]：Micro-teaching (5)

1. The Participatory Approach
2. Cooperative Learning

14[対面/face to face]：Final Exam & Wrap-up

Consolidation and review

1. Every week before attending the class, students are required to comprehend the assigned chapters of the text book and references, and to complete the pre-tasks/homework that should be submitted on the weekly basis.
2. Before conducting micro-teaching, students are required to prepare for their lesson by creating a lesson plan and teaching materials.
Preparatory study and review time for this class are 2 hours each.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. (3rd ed.). Oxford University Press, USA.

1. Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press.
2. Erben, T. et al. (2009). Teaching English language learners through technology. Routledge.
3. Long, M. H., & Doughty, C. J. (2011). The handbook of language teaching. Wiley-Blackwell.
4. 白畑智彦、冨田祐一、村野井仁、若林茂則 (著）. 2009.『英語教育用語辞典』（改訂版）大修館書店.
5. 神保 尚武（監修）. JACET教育問題研究会（編集）. 2012.『新しい時代の英語科教育の基礎と実践 成長する英語教師を目指して』三修社.
6. 望月昭彦、磐崎 弘貞、卯城 祐司、久保田 章（著）. 2010.『新学習指導要領にもとづく英語科教育法』大修館.
7. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
8. 文部科学省. 2017.『中学校学習指導要領（外国語）』開隆堂出版.
9. 文部科学省. 2018.『高等学校学習指導要領（外国語・英語）』開隆堂出版.

Evaluation will be based on:

1. Class participation: 10%
2. Micro-teaching: 30%
3. Teaching materials: 20%
4. Writing assignment: 20%
5. Final exam: 20%

More than 2 unexcused absences will result in failure of this course.

1. More advanced notice of assigned readings will be given in order to allow students to prepare for class discussions.
2. More intensive instruction on how to reflect micro-teaching will be provided in advance.

PC

ESL Education Ⅰ or TESOL Ⅰ